Contemporary Issues in Curriculum

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Featuring 25% new content, the fifth edition of Contemporary Issues in Curriculumaddresses issues in implementation, planning, and evaluation of curriculum at all levels of learning. Divided into six parts#x13;Philosophy, Teaching, Learning, Instruction, Supervision, and Policy#x13; the new edition of this balanced yet eclectic text features ten new chapters written by notable authors including Larry Cuban, Howard Gardner, Andrew Hargreaves, Linda Darling-Hammond, and Stanley Pogrow. #xA0; With each new chapter, readers are asked to consider a new author#x19;s viewpoint, thought process, and conclusions about significant and current curriculum issues, from traditional and commonly accepted beliefs to more controversial and cotemporary ideas. Through a variety of learning aids and discussion questions, readers are encouraged to analyze and debate these issues, to formulate their own opinions, and begin to shape their own original ideas about the future direction of curriculum. #xA0; Focus Questionsat the beginning of each chapter offer an advance organizer and encourage critical thinking. Discussion Questionsat the end of each chapter encourage student analysis as well as opportunities for further thought and classroom dialogue. Case Studiesat the end of each Partinitiate thoughtful discussion of how curriculum issues are played out in the in-service world. #x1C;Pro-Con Chart#x1D; featuressuccinctly detail the argument and counterargument for the issue covered in each part, allowing readers to better understand the complexities. Curriculum Scholar Profilesat the beginning of each section highlight the achievements of six prominent leaders in the curriculum field.

Edward Frank Pajak is a professor in the School of Education at Johns Hopkins University. He has published more than 50 articles in professional journals as well as six books including Contemporary Issues in Curriculum (Pearson, 2007) and Supervising Instruction: Differentiating for Teacher Success (Christopher-Gordon, 2008). His recent scholarly interest involves the application of psychoanalytic concepts toward better understanding teaching, schools, culture, and education reform.